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Trang 1 MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY DANG THI THANH THUY EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES OF TEACHING SPEAKING Trang 2 BỘ GIÁO DỤC VÀ ĐÀO
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY DANG THI THANH THUY EFL TEACHERS’ AND STUDENTS’ PERCEPTIONS AND PRACTICES OF TEACHING SPEAKING AT QUANG TRUNG HIGH SCHOOL IN BINH DINH PROVINCE Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc Prof Dr Nguyen Quang Ngoan BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN ĐẶNG THỊ THANH THÚY NHẬN THỨC VÀ THỰC TIỄN DẠY KỸ NĂNG NÓI CỦA GIÁO VIÊN VÀ HỌC SINH TRƯỜNG THPT QUANG TRUNG TỈNH BÌNH ĐỊNH Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: PGS TS Nguyễn Quang Ngoạn i STATEMENT OF AUTHORSHIP The thesis entitled “EFL Teachers’ and Students’ perceptions and practices of teaching speaking at Quang Trung High School in Binh Dinh Province” is conducted under the supervision of Assoc Prof Dr Nguyen Quang Ngoan, a lecturer at the School of Foreign Languages at Quy Nhon University I declare that the information reported in this study is the result of my work and effort, except where due reference is made The thesis has not been accepted for any degree and is not concurrently submitted to any candidature for any degree or diploma Binh Dinh, 2023 Dang Thi Thanh Thuy ii ACKNOWLEDGEMENT This thesis work would not have been completed successfully without many people's support, encouragement, and contributions I take this opportunity to thank them for their insightful thoughts, useful advice, and generosity of time They have enriched my knowledge and helped to make my graduate journey a special chapter in my life First and foremost, I am grateful to my thesis supervisor, Assoc Prof Dr Nguyen Quang Ngoan, for his amazing supervision His outstanding knowledge and professional teaching-related expertise inspired me greatly during my academic life at Quy Nhon University, and he opened new horizons for me in the field I appreciate his accommodating guidelines and suggestions, great patience, and strong management skills in helping me overcome the challenges I faced as I worked on my thesis I feel fortunate to have had him support my work This study was made achievable by the presence of enthusiastic teachers and students at Quang Trung High School in Binh Dinh Province, who devoted their time to taking part in this research I was thankful to all of them A special thanks goes to my dear friends Phung Thi Xuan Trang and Tran Thi Lap They not only encouraged me when I ran into difficulties with my thesis but also gave me valuable insights into my thesis I count myself fortunate to know them Last but not least, I would like to express my deeply sincere gratitude to my family and friends for their love, and encouragement, and for being with me along my journey for the Master’s Degree iii ABSTRACT The main aim of this study was to investigate the perceptions and practices of both teachers and students regarding teaching speaking skills at Quang Trung High School in Binh Dinh Province To achieve the purpose, a mixed methods approach was conducted with 8 EFL teachers and 84 EFL students through questionnaires, interviews, and classroom observation Data from the study were collected through two stages, including qualitative data and quantitative data The findings disclosed that although both teachers and students acknowledge the significance of speaking skills, the extent of their awareness and concern varies considerably While 100% of participating teachers acknowledge the importance of this skill, only about 26% of the surveyed students possess a clear understanding of the importance of speaking skills In practice, the results demonstrate a profound interconnection between these two aspects Teachers, always try to create opportunities and a favorable environment to develop students' speaking skills For students, while most students finish the activities given by their teachers, their low frequency of regular practice reveals their uncertainty and lack of confidence in their ability to express themselves in English Among various solutions, intensifying conversational, speaking, and presentation activities in English classes is a notable approach to enhancing students' speaking skills Keywords: EFL, perceptions, practices, solutions, teaching speaking iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER 1 INTRODUCTION 1 1.1 Research rationale 1 1.2 Research aim and objectives 3 1.2.1 Aim 3 1.2.2 Objectives 3 1.3 Research questions 3 1.4 Scope of the research 3 1.5 Research significance .4 1.6 Structure of the thesis 4 CHAPTER 2 LITERATURE REVIEW 5 2.1 Speaking 5 2.1.1 Definition of speaking 5 2.1.2 Importance of speaking 6 2.1.3 Elements of Speaking .6 2.1.4 Problems in speaking 7 2.2 Teaching speaking 8 2.2.1 Principles in teaching speaking 8 2.2.2 Characteristics of successful speaking activity 9 2.3 The roles of a teacher in speaking class 10 2.4 The role of learners in speaking class 10 2.5 Perception and practice of teaching speaking .11 v 2.5.1 Perception .11 2.5.2 Practice 12 2.5.3 Relationship between perception and practice of teaching speaking .13 2.6 Characteristics of high school learners 14 2.7 Related studies on teaching speaking .15 2.8 Chapter Summary 20 CHAPTER 3 METHODOLOGY 21 3.1 Research approach 21 3.2 Research participants 22 3.2.1 Teacher participants .22 3.2.2 Student participants 22 3.3 Research instruments 22 3.3.1 Questionnaire 23 3.3.2 Interview 23 3.3.3 Observation checklist .24 3.4 Research procedure .24 3.4.1 Pilot study .25 3.4.2 Data collection procedure 25 3.5 Data analysis 26 3.5.1 Qualitative data analysis 26 3.5.2 Quantitative data analysis 27 3.6 Ethical considerations .28 3.7 Summary .29 CHAPTER 4 FINDINGS AND DISCUSSIONS 30 4.1 Participants’ background information 30 4.2 Teachers’ and Students’ perceptions of teaching speaking 31 4.2.1 Teachers’ perceptions of speaking 31 4.2.2 Students’ perceptions of teaching speaking .35 4.2.3 The relationship between teachers’ and students’ perceptions of teaching speaking skills 39 vi 4.3 Teaching practice for English speaking skills 40 4.3.1 Teachers' speaking instruction practice 40 4.3.2 Students’ practice in speaking classes .42 4.3.3 The relationship between the practical teaching of speaking by teachers and students' performance in speaking classes 44 4.4 Solutions to teach speaking more effectively 45 4.4.1 Solutions for teachers to teach speaking more effectively .45 4.4.2 Enhancing Effective Speaking Skills for Students 48 4.4.3 Discussion of effective speaking teaching 50 4.5 Chapter summary 52 CHAPTER 5 CONCLUSION 53 5.1 Summary .53 5.2 Implications 54 5.3 Limitations of the study 55 5.4 Recommendations for further studies .56 REFERENCES 57 APPENDICES vii LIST OF ABBREVIATIONS EFL: English as a Foreign Language MOET: Ministry of Education and Training QTHS: Quang Trung High School SPSS: Statistical package for the social science viii LIST OF TABLES Table 3.1: Reliability statistics for the questionnaire 28 Table 4.1 Teachers’ background demographics 30 Table 4.2 Students’ background demographics .31 Table 4.3 The importance of speaking skill in teaching English .32 Table 4.4 Perceptions of issues related to students 32 Table 4.5 Problems related to teachers’ teaching methods 34 Table 4.6 The importance of speaking skill .36 Table 4.7 Problems related to students 37 Table 4.8 Problems related to teachers’ teaching methods 38 Table 4.9 The frequency of speaking activities .41 Table 4.10 The frequency of speaking activities .42 Table 4.11 The frequency of activities teachers commonly employed during English lessons 43 Table 4.12 The effectiveness of speaking activities 45 Table 4.13 The effectiveness of speaking activities 48